Lesson 6 Maddy’s Famliy 教案

冀教版《英语》三年级起始版五年级上册第一单元
Lesson6：Maddy’s Family
教学设计
一、课题：Maddy’s Family
二、课型：故事课
三、指导依据说明：
《英语课程标准（2011版）》中指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。这五个方面共同促进综合语言运用能力的形成。
小学五六年级要达到二级目标：对英语学习有持续的兴趣和爱好。能用简单的英语交换有关个人、家庭和朋友的简单信息。能在图片的帮助下听懂、读懂并讲述简单的故事。能根据图片或提示写简单的句子。在学习中乐于参与、积极合作、主动请教。
四、整体设计思路：
本节课是冀教版《小学英语》三年级起始版五年级上册第一单元的故事课Maddy’s family,它是本册教材第一单元《My family》的复习以及拓展。故事中介绍了Maddy一家人，重点介绍了她的家庭成员以及各自的喜好，主要涉及到了...like(s) to...这一句型以及一系列的动词，既是本单元的总结与概括，又是将英语学习自然融入生活的一个很好的事例，通过这个故事的榜样作用可以让学生能够用英语介绍自己的家庭，将英语渗透进学生的生活实际中。本节课，通过Free talk环节让学生谈论自己家人的喜好以及一个简单的小游戏逐步过渡到本课的故事教学中，通过师生、生生的交谈让学生产生实际语言交流的需要，呈现故事。在故事内容的讲解中设置了由易到难的任务，将不同的阅读方法融入其中。学生在完成任务的过程中逐步加深对故事的理解，培养了学生获取信息和处理信息的能力，通过一系列活动的设计让学生来体验、参与、合作与交流，发展他们的语言综合运用能力，循序渐进地帮助学生达到本课的教学目标。
五、教学分析
1.教材分析
本单元是本册书的第一单元，主题是Family，主要讨论了家族成员的样貌、职业、喜好等，本节故事课主要介绍Maddy家庭成员们的工作或喜好，并可拓展：通过Maddy家庭的故事，引出学生各自家庭的故事，将英语与学生日常生活融合在一起。
2.学生情况分析
我校五年级有36名学生。他们通过两年多的英语学习，理解能力和口语能力都有一些基础。他们具有创造力，有自己的思考和想法。他们能够描述外貌、工作和喜好，但是对英语学习的兴趣有所下降，阅读能力有待继续提高，有些人课堂活动参与积极性不高。
六、教学目标
1.语言知识目标：
能熟练运用家庭成员称呼的词汇：father、mother、brother、sister、aunt、uncle、cousin。
2.语言技能目标：
1）能够利用上下文、插图以及在老师的帮助下读懂故事内容；
2）能够借助图片和在老师的帮助下讲故事；
3）借助图片，通过小组合作复述故事；
4）能介绍自己的家庭成员的工作、喜好。
3.学习策略目标：
1）能通过与老师和同学间的交流，提高在实际生活中运用语言的能力
2）能通过跟读、朗读的方式，养成良好的阅读习惯。
3）能通过小组内的活动，积极与他人合作，共同完成学习任务。
4.情感态度目标：
1）能通过与老师和同学的谈话交流、模仿故事角色朗读等环节，树立英语学习的自信，增强学习兴趣。
2）能通过“家庭”这一话题的学习，观看两个与家庭有关的动画短片，体会家庭的意义，热爱自己的家人，珍惜自己拥有的家庭生活。
七、教学重难点
教学重点：获取本课故事中的信息，使用不同的阅读策略理解课文。
教学难点：能灵活运用所学知识谈论自己的家庭。
教学方法
全身反应法、情境教学法、游戏教学法
九、教学准备
PPT课件，动词短语卡片，Maddy家庭成员图片，家庭成员称呼卡片
课时
1课时
十一、教学过程
Step I Warming up (5 minutes)
(1) Greetings:
T: Let’s begin our class. Hello, girls and boys. Nice to meet you.
(2) Free Talk
T: Do you know about Li Ming’s family?
Ss: Yes.
T: Now I'll show you a picture of Li Ming's family. What can you say about Li Ming's family?
S1: Li Ming’s father is a teacher. He is tall. He likes to cook….
T: What does your father do? Is he tall?
S1:Yes/No.……
S2: Li Ming's mother is a doctor. She likes to go shopping….
T: Does your mother like to go shopping?
…
【设计意图】复习本单元学过的内容，在师生谈话过程中，看学生能否流畅地表达自己的家庭信息。
T: What do you like to do?
S3: I like to ______.
T：What does she/he like to do?(Ask another student to answer this question)
S4: She/He likes to______.
【设计意图】练习主语是第三人称单数时句子中谓语动词的转化，为理解故事做铺垫。
(3)Game: Read and Do the Action.
A student reads one phrase card and does this action, others do it by themselves.
Phrases: ride bikes, go for a walk, watch a film, sit and cry, jump, have dinner.
【设计意图】通过游戏复习了本课涉及到的动词词组，活跃气氛，为故事的理解打基础。
Step II Presentation (15 Minutes)
1. T: Today our friend Maddy and her family are coming here, do you remember Maddy? Who is she?
S: She is a monster. She is 99 years old. She is 5 metres tall. She lives in a big, big house with her big, big family.
【设计意图】:通过PPT图例介绍让学生自己说出Maddy的个人信息。
T: Do you want to know how many monsters are there in Maddy’s family? Who are they? Let me tell you a story .The story is about Maddy’s family(板题Maddy’s Family). And then you need to match the words and pictures on the blackboard. You may need the words on your learning notes. (导学案可参考板书设计之后的附件)
【设计意图】：教师讲故事有利于学生整体感知语篇，领悟主旨大意。
Match the words and pictures on the blackboard（To write down the appellation of family members on the blackboard）.
【设计思路】：考察“How many monsters are there in Maddy’s family? Who are they?”。在黑板上出示Maddy一家的图片，将对应的成员名称进行匹配后写到黑板上，此环节可检查学生听故事的效果并锻炼手写能力。
2. Listen to the story.(Play the recorder)
Try to imitate some sentences.
【设计意图】听读可以纠正学生的发音，学生可以模仿正确的语音语调,通过模仿发音指导学生进行流利的表达。
3.Game :Guess，who are they ?
T：First，let’s read these cards together: ride bikes, sit and cry, go for a walk, work, work in a park, play jump-on-uncle, have fun together , watch a film, have dinner.
The volunteers can read the sentences on the paper or on the screen.
She likes to sit and cry. Who is she?
He likes to ride bikes. Who is he?
He is a worker. He works in a park. Who is he?
She is a worker, too. She works. Who is she?
They like to go for a walk. Who are they?
They like to play jump-on-uncle. Who are they?
Others can guess：who are they? And ask volunteers to match the phrase cards with the family members on the blackboard. And introduce: This is Maddy's _____. He/She likes to ______.
【设计意图】巩固故事内容。
Read the story by yourselves and check.
【设计意图】通过学生自由阅读课文完成教科书上的课后练习，给学生思考时间，阅读过程中教师用谈话的方式检查学生的完成情况，了解学生对故事的掌握程度。
Step III Consolidation（9 minutes)
Practice in groups. Retell the story as much as possible.
【设计意图】分层设计小组活动目标，进行复述故事内容的练习。
Step IV Production（7 minutes)
Activity: My family：
T: That's Maddy's family.
T：Please talk about your family with your partner. You may need the following sentences:
【设计意图】将所学知识运用到实际生活中，介绍自己的家庭成员。
Step V Extension（4 minutes)
1. Feel the importance of family. Introduce two English movies about“ the love from the family”to the whole class( play the trailers of the movies), including:
Finding Dory and The Croods
2. Homework: Write a story about your family.
【设计意图】结课时，给学生们介绍一些比较适合他们观赏的有关来自家庭的爱的英文动画电影，进行课外英语学习的渗透与拓展。拓展的小作文可以训练书面表达能力。
板书设计：
附：
Learning Notes
I、Words
ride bikes, sit and cry, go for a walk, work, work in a park, play jump-on-uncle, have fun together , watch a film, have dinner.
II、Family member
sister，brother，mother，father，aunt， uncle，cousin
III、Match
mother, sister， Maddy, brother， father， aunt， uncle，cousins
IV、Guess. Who are they?
She likes to sit and cry. Who is she?
He likes to ride bikes. Who is he?
He is a worker. He works in a park. Who is he?
She is a worker, too. She works. Who is she?
They like to go for a walk. Who are they?
They like to play jump-on-uncle. Who are they?
Match.
ride bikes, sit and cry, go for a walk, work, work in a park, play jump-on-uncle
V、Please talk about your family with your partner. You may need the following sentences:
My Family
Hello, everyone! I’m____. This is my family. My father is a ____. He is ____ years old. He likes to____. My mother is a ____. She has ____eyes and ____hair. She likes to____. My family likes to ____. We are a happy family!
VI、Homework. Write a story about your family.